This graduate course examines the research on university-level STEM (science, technology, engineering, and mathematics) teaching and learning, which has been used to inform a well-established body of evidence-based teaching practices. Weekly interactive meetings will provide focused overviews and guided application of key pedagogical research, such as prior knowledge and misconceptions, novice-expert differences, and cognitive development as applied to university teaching. We will explore the roles of active learning, student engagement, and inclusive teaching practices in designing classes where all students have an equal opportunity to be successful and feel a sense of belonging, both in the course and as scientists. Readings will inform in-class work and students will apply principles to a project of their choice.